Lead teacher workshop

1. Noline Skeet branching-out consultancy

11. Probability/Impact Matrix for Setting Priorities Probability Impact High Low Low Low Probability Low Impact inconsequential High Probabilities Low Impact conventional expectations High Impact Low probability possible drivers/wildcards High Impact High probability drivers

19. Substantive Dialogue

23. We believe: Enjoyment enhances learning Motivation is essential for effective learning We value: Communication with other cultures Equal opportunity Values & Beliefs about Learning Underpinning the Use of Information and Communication Technologies Julia Atkin

24. We believe: Enjoyment enhances learning Motivation is essential for effective learning Engagement is critical for effective learning Ownership heightens intrinsic motivation Learning is amplified and deepened through processing and reprocessing - through "making it your own" and through multiple ways of knowing A sense of achievement enhances learning and stimulates further learning Rapid feedback enhances motivation Learning is enhanced by celebration We value: Communication with other cultures Equal opportunity Empowering learners The development of critical evaluation skills Developing the confidence and skill to use available technologies effectively Learning for a full life - learning for leisure as well as learning for productive contribution Learning to learn The development of thinking skills Values & Beliefs about Learning Underpinning the Use of Information and Communication Technologies Julia Atkin

25. MISSION Values Beliefs Design Principles Practices Julia Atkin Model Evaluation

26. Quality Learning Circle Model Models of teachers engaged in professional dialogue

36. Available data The Ladder of Inference Available data Available data Together draw conclusions Together Interpret data Select data Available data Judgements Assumptions Values Take Action

37. What do these quotes mean to you? Fullan, in Educational Leadership, 2002, p 19 Schools can no longer afford the luxury of separating professional development activities from the on-going realities of teachers' work and their workplace. The two must be seen as integrated and interdependent to support teacher and school change and ongoing improvement efforts.